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دسته بندی: آموزشی ویرایش: نویسندگان: James Hall, Ariel Lindorff, Pamela Sammons سری: ISBN (شابک) : 9783030448097, 9783030448103 ناشر: Springer سال نشر: 2020 تعداد صفحات: 439 زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 6 مگابایت
در صورت تبدیل فایل کتاب International Perspectives in Educational Effectiveness Research به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب چشم اندازهای بین المللی در تحقیقات اثربخشی آموزشی نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این جلد ویرایش شده سؤالاتی را درباره «چه چیزی کار میکند»، چگونه، برای چه کسی، چه زمانی و چرا در آموزش بررسی میکند، و بررسی میکند که چگونه و تا چه اندازه میتوان چنین دانشی را در کشورها و سیستمهای آموزشی مختلف درک کرد و گسترش داد. کتاب با ارائه مروری بر تاریخچه پژوهش اثربخشی آموزشی آغاز میشود و نمونههایی از نظریههای رایج اثربخشی آموزشی را ارائه میدهد. در مرحله بعد، نمونههایی از مطالعات اثربخشی ارائه میکند که در مورد سیستمها، سیاستها و شیوههای آموزشی از شش قاره گزارش میدهند. این مطالعات در روشها و نتایج پژوهشی متفاوت هستند و زمینهای از تحقیقات را نشان میدهند که از منشأ، دستور کار و جاهطلبی آن برای درک و بهبود عملکرد مدارس، شبکهها و سیستمهای آموزشی در سراسر جهان آگاه است. این کتاب این موضوعات را در فصل آخر گرد هم می آورد و از آنها برای نشان دادن راهنمایی برای تحقیقات آینده استفاده می کند.
This edited volume explores questions about ‘what works’, how, for whom, when, and why in education, and considers how and to what extent such knowledge can be understood and extended across countries and different educational systems. The book starts by presenting an overview of the history of educational effectiveness research and offers examples of current theories of educational effectiveness. Next, it provides exemplars of effectiveness studies that report on educational systems, policies, and practices from across six continents. These studies vary in their research methods and outcomes, illustrating a field of research that is conscious of its origins, its agenda, and its ambition to understand and improve the functioning of schools, networks, and education systems around the world. The book brings these threads together within the final chapter and uses them to signpost directions for future research.
Foreword Abbreviations Contents Editors and Contributors 1: Introduction References Part I: Setting the Scene for International Perspectives in Educational Effectiveness Research: Historical Context, Theory, an... Introduction Chapter 2: International Perspectives in Educational Effectiveness Research: A Historical Overview 2.1 Introduction 2.2 Early EER: The Beginning of an International Dialogue 2.3 The Contribution of the International Congress for School Effectiveness and School Improvement: An International Community... 2.4 The Contribution of Single-Setting Studies: A Growing Body of Evidence 2.5 The Contribution of Literature Reviews and Meta-Analyses as Syntheses of Evidence 2.6 The Contribution of International Studies Within and Beyond EER: Evidence on Cross-Country Comparisons 2.7 Reflections and Suggestions for Future Directions References Chapter 3: Developing and Testing Theories of Educational Effectiveness Addressing the Dynamic Nature of Education 3.1 Introduction 3.1.1 Educational Effectiveness Theories: Moving from Single Approaches to Integrated Models 3.1.2 Concluding Comments 3.2 Theories of Educational Effectiveness Addressing the Dynamic Nature of Education 3.2.1 Student-Level Factors Included in the Dynamic Model of Educational Effectiveness 3.2.1.1 Socio-Cultural and Economic Background Variables Emerging from the Sociological Perspective of EER 3.2.1.2 Background Variables that Emerged from the Psychological Perspective of EER 3.2.1.3 Variables Related to Specific Learning Tasks Emerging from the Psychological Perspective of EER 3.2.2 Teacher Factors: An Integrated Approach to Effective Teaching Is Promoted 3.2.3 School Factors: Promoting Quality and Equity by Taking Actions to Improve School Policy on Teaching and the Learning Env... 3.2.3.1 School Policy on Teaching and Actions Taken to Improve Teaching 3.2.3.2 School Policy on Creating the SLE and Actions Taken to Improve the SLE 3.2.3.3 Evaluation of School Policy on Teaching and the SLE 3.2.4 System-Level Factors Included in the Dynamic Model of Educational Effectiveness 3.3 Developing and Testing Theories of Educational Effectiveness: From a Synthesis of Effectiveness Studies to Improving the D... 3.4 Conclusions and Suggestions for Further Research References Chapter 4: The Fifth Phase of Educational Effectiveness Research: The Philosophy and Measurement of Equity 4.1 Introduction 4.2 How the Phases of EER Have Developed 4.3 The Philosophy of Equity 4.3.1 EER and a Creeping Utilitarianism 4.3.2 EER and John Rawls´s Theory of Justice 4.3.3 Rawls´s Veil of Ignorance and the Original Position 4.3.4 Rawls´s Principles of Justice 4.3.5 A Response to Critiques of Rawls´s Theory 4.4 The Measurement of Equity 4.4.1 The Range Ratio and Its Variations 4.4.2 The Coefficient of Variation 4.4.3 The McLoone Index 4.4.4 Theil´s T 4.4.5 The Attainment Equity Index 4.4.6 The Palma Index 4.5 Technical Properties of Equity Metrics 4.6 Conclusions References Chapter 5: Extending Educational Effectiveness: The Middle Tier and Network Effectiveness 5.1 Introduction 5.2 Methodology 5.2.1 Federations of Schools 5.2.2 Evaluation of a School-to-School Support Programme 5.2.3 Impact Evaluation of Teaching School Alliances 5.2.4 Evaluation of a System Leadership Intervention 5.3 Results 5.3.1 Federations 5.3.2 School-to-School Collaboration 5.3.3 Impact Evaluation of Teaching School Alliances 5.3.4 Evaluation of a System Leadership Intervention 5.4 Discussion References Chapter 6: Extending Educational Effectiveness: A Critical Review of Research Approaches in International Effectiveness Resear... 6.1 Introduction: The Rise of International Effectiveness Research 6.2 The First International Studies, 1960-2000 6.2.1 Methodological Deficiencies 6.2.2 Sampling Issues 6.2.3 Limited Data and Limited Analyses 6.3 The PISA International Achievement Studies, 2001 Onwards 6.4 PISA: A Perspective from Educational Effectiveness and Improvement Research (EEIR) 6.4.1 The Absence of Teaching/Pedagogical Focus 6.4.2 The Limited Use of a `Value Added´ Approach 6.4.3 The Absence of a Longitudinal Research Design 6.4.4 The Use of Educational Policy/Educational Process Factors of Limited Explanatory Power 6.4.5 The Absence of an Efficiency Perspective 6.4.6 The Absence of National Cultures and Context in the Analysis of Effectiveness 6.5 Conclusions: The Potential Value of Improved International Effectiveness Research References Chapter 7: Policies and Practices of Assessment: A Showcase for the Use (and Misuse) of International Large Scale Assessments ... 7.1 International Large Scale Assessment (ILSA) and Educational Effectiveness Research (EER) 7.2 Policies and Practices of Assessment as a Topic in Educational Effectiveness Research 7.2.1 School Evaluation 7.2.2 Assessment Embedded in Classroom Teaching and Learning 7.2.3 Using ILSAs to Inform Research on Assessment and Evaluation 7.3 A Comparative Analysis of Assessment Policies and Practices, Implemented in PISA 2015 7.3.1 Developing Measures for PISA 2015 7.3.2 Data and Methods 7.3.3 Formative Assessment and Feedback: Studying Teaching Practice from a Comparative Point of View 7.3.3.1 Excursus on Cross-Cultural Measurement 7.3.3.2 Restricting Comparison of Scale Means to a Smaller Sample of Countries 7.3.4 The Purpose of Student Testing: Assessment as a School Policy 7.3.5 National Contexts for School Evaluation and Accountability 7.3.6 Integrating the Picture: How Formative Assessment Practice Relates to Student Composition, Evaluation and Accountability... 7.3.6.1 Excursus on the Methodology of ILSA 7.3.6.2 Relating Perceived Feedback to Other School-Level Variables: In Search of the Proper Explanandum 7.3.7 Long-Term Changes in Assessment Strategies 7.4 Summary and Discussion: Connecting ILSA and EER References Part II: Examples of Educational Effective Research from Around the Globe Chapter 8: Educational Effectiveness Research in Africa: The Case of the Democratic Republic of the Congo (DRC) 8.1 Introduction 8.2 Research Context 8.3 Research Motivation 8.4 Analytical Modelling Approaches 8.5 Methodological Choices 8.6 Research Questions 8.7 The Sample of Schools and Classes 8.8 Variables and Research Instruments 8.8.1 Variables and Instruments Relevant to Pupils 8.8.2 Variables and Instruments Relevant to the Class Level 8.8.3 Variables and Instruments Relevant to the School Level 8.9 School and Class Effects 8.10 Future Prospects 8.11 Reflections on Educational Effectiveness Research in Central Africa References Chapter 9: School and Teacher Value Added Performance and the Relationship with Teacher Professional Development in Mainland C... 9.1 Introduction 9.2 Systems for Supervision, Evaluation and Inspection 9.3 School Effectiveness Research in China 9.4 ITDEQC and IEEQC Project Methodology 9.5 Findings 9.5.1 Significant Differences in School Effectiveness 9.5.2 Time Trends in School Performance 9.5.3 School and Teacher Effects 9.5.4 Differential School Effects 9.5.5 The Impact of Teacher Professional Development on Student Value Added Performance 9.6 Discussion References Chapter 10: Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Top... 10.1 Introduction 10.2 Educational Effectiveness Research in the Netherlands and Belgium: An Historical Overview of Developments 10.2.1 Origins and First Developments of Educational Effectiveness Research in the Netherlands 10.2.2 Origins and First Developments of Educational Effectiveness Research in Belgium 10.3 An Overview and Comparison of (Trends in) Dominant Research Topics and Research Issues 10.3.1 School Level 10.3.2 Outcome Criteria 10.3.3 Short-Term Versus Long-Term Effects 10.3.4 Explaining Factors: Level, Type and Attention to Differential Effects Versus Genericity 10.4 The Knowledge Base 10.4.1 The Importance of Schools, Teachers and Classes 10.4.1.1 Short-Term Effects on Status and Growth of Cognitive, Non-cognitive and School Career Indicators 10.4.1.2 Long-Term Effects on Cognitive, Non-cognitive and School Career Indicators 10.4.2 The Importance of Schools Versus Learning Environments at Class Level (Teachers/Classes) 10.4.3 Effects of School Factors on Students´ Cognitive and Non-cognitive Outcomes 10.4.3.1 Context Factors 10.4.3.2 School Management and Organization 10.4.3.3 School Processes 10.4.3.4 School Composition School Composition in the Netherlands School Composition in the Flemish and French-Speaking Part of Belgium 10.4.3.5 Relationships Between School Composition and School Processes 10.4.4 Effects of Learning Environment Factors at Class Level: Teacher Behaviour and Students´ Class Experiences on Students´ ... 10.4.4.1 Effects of Instruction and Instructional Support 10.4.4.2 Effects of Class Climate 10.4.4.3 Effects of Group Composition (Also in Relation to What Students Experience in the Classroom) 10.4.4.4 Effects of Configurations of Learning Environments as a Holistic Way to Look at Effects of Learning Environments 10.4.4.5 The Connection Between School-Level Factors and Learning Environment (i.e. Teacher/Classroom) Characteristics 10.4.4.6 Generic Versus Differentiated Educational Effectiveness 10.5 Conclusion, Discussion and Future Directions References Chapter 11: The Impact of Socioeconomic Segregation in U.S. High Schools on Achievement, Behavior, and Attainment and the Medi... 11.1 Introduction 11.1.1 Historical Background on School Segregation in the United States 11.1.1.1 Shift in School Integration Efforts from Race to SES 11.1.1.2 Towards the Use of Multiple and Alternative Outcomes and Not Just Achievement 11.1.1.3 Linking Research Trends to Policy and Practice 11.1.1.4 The Importance of Diversity in Research Outcomes 11.1.1.5 Brown vs. Board of Education Revisited 11.2 Empirical Study 11.2.1 The Effect of SEC on Achievement and Other Outcomes 11.2.2 Mediating Mechanisms: Peer Influences vs. School Practices 11.2.3 Implications of Theory to Policy Interventions 11.2.4 Research Questions 11.3 Methods 11.3.1 Data 11.3.1.1 Outcome Variables 11.3.1.2 Independent Variables 11.3.2 Statistical Models 11.3.2.1 Mediation 11.3.2.2 Model Building 11.3.2.3 Statistical Equations 11.4 Results 11.4.1 Academic Performance 11.4.2 Behavioral Engagement 11.4.3 High School Graduation 11.4.4 College Choice 11.4.5 College Enrollment 11.5 Discussion 11.5.1 Multiple Outcomes - Multiple Effects 11.5.1.1 SEC Effect Larger for Academic Outcomes 11.5.1.2 Peer Influence Mediation Strongest for College Choice, but School Practices are for Academic Performance 11.5.1.3 SEC vs. SES 11.5.2 Implications for Policy and Practice 11.5.3 Limitations 11.5.4 Future Work 11.6 Summary and Conclusions Appendix References Chapter 12: Leadership for Learning in Diverse Settings: School Leaders Setting the Agenda in Australia and New Zealand 12.1 Introduction 12.2 Leadership for Learning 12.3 Successful School Leadership in Australasia 12.3.1 Principal Contribution 12.3.2 Values 12.3.3 Qualities and Skills 12.3.4 Interventions/Practices 12.3.5 A Model of Successful School Leadership 12.4 Australia: Principals as Literacy Leaders (PALL) 12.4.1 PALL Research 12.4.2 Results from the Data 12.5 New Zealand: Improving Contexts for Learning for Maori Students 12.5.1 The New Zealand Policy Response: Ka Hikitia 12.5.2 Critical Leadership Leading Transformative Reform 12.6 Discussion 12.7 Conclusion References Chapter 13: A National Evaluation of Kindergarten Outcomes: Findings from Uruguay 13.1 Introduction 13.2 Literature Review 13.2.1 The Skills That Matter 13.2.2 The Enduring Effects of Attending Pre-schools Programs and Kindergarten 13.3 Research Questions 13.4 Method 13.4.1 Data Sources and Measures 13.4.2 Sample 13.4.3 Analysis 13.5 Results 13.5.1 Pre-literacy Skills upon Entry into Kinder-4 13.5.2 Annual Growth During Kinder-4 13.6 Discussion and Policy Implications References Chapter 14: Continuing Towards International Perspectives in Educational Effectiveness Research 14.1 Introduction 14.2 Common Themes Within This Volume 14.3 Future Directions 14.3.1 For Educational Effectiveness Research 14.3.2 For International Perspectives in Educational Effectiveness Research (EER) 14.4 Concluding Thoughts References Introduction Index